A comparative study of cognitive and socio-emotional development in children with Rubinstein-Taybi syndrome and children with Autism Spectrum Disorder associated with a severe intellectual disability, and in young typically developing children with matched developmental ages
A comparative study of cognitive and socio-emotional development in children with Rubinstein-Taybi syndrome and children with Autism Spectrum Disorder associated with a severe intellectual disability, and in young typically developing children with matched developmental ages
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DOI：
10.1016/j.ridd.2021.104029
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发表时间：
2021-07-13
影响因子：
3.1
通讯作者：
Lacombe, Didier
中科院分区：
文献类型：
--
作者：
Adrien, Jean-Louis;Taupiac, Emmanuelle;Lacombe, Didier
背景资料：比较了CREBBP相关Rubinstein-Taybi综合征（RSTS 1）儿童、伴有严重智力残疾和发育年龄（DA）小于24个月的自闭症谱系障碍（ASD）儿童以及具有相似DA的典型发育（TD）儿童的认知和社会情感特征。参会人员：将31名RSTS 1儿童（平均实足年龄，CA = 59.8个月; 33-87）和30名ASD儿童（CA和DA以及发育指标（DQ）匹配）与30名TD儿童（CA范围为12 - 24个月）进行比较。方法：采用适当的测验评定认知、社会情绪发展水平、DA和DQ。结果：TD与RSTS 1儿童的社会情绪发展相似性高于TD与ASD儿童。临床组在认知（自我形象、象征性游戏、手段-目的和客体持久性）和社会情感领域（语言和模仿）表现出相似的发育迟缓。RSTS 1组儿童在行为调节、联合注意、情感关系、情绪表达领域的发展水平较高，而在空间关系领域的发展水平较低。结论：共同的干预集中在象征性的游戏，自我形象，语言和模仿的两个临床组，和分化的干预集中在空间能力的RSTS 1儿童和社会能力的ASD可以使用的照顾者。
Background: Cognitive and socio-emotional profiles of children with CREBBP-related Rubinstein-Taybi syndrome (RSTS 1), children with Autism Spectrum Disorder (ASD) with severe intellectual disability and developmental ages (DA) under 24 months, and typically developing (TD) children with similar DA were compared. Participants: Thirty-one children with RSTS 1 (mean chronological age, CA = 59,8 months; 33-87) and thirty children with ASD, matched on CA and DA and developmental quotients (DQ), were compared to thirty TD children (CA ranged from 12 to 24 months). Methods: Cognitive and socio-emotional developmental levels, DA and DQ were assessed with appropriated tests. Results: More socio-emotional developmental similarities were observed between TD and RSTS 1 than between TD and ASD children. Clinical groups displayed similar developmental delays incognitive (self-image, symbolic play, means-ends, and object permanence) and socio-emotional domains (language and imitation). Children with RSTS 1 exhibited higher developmental levels in behavior regulation, joint attention, affective relations, emotional expression domains, and a lower developmental level in spatial relations domain. Conclusions: Common interventions centered on symbolic play, self-image, language, and imitation for both clinical groups, and differentiated interventions centered on spatial abilities for RSTS 1 children and on social abilities for ASD could be used by caregivers were suggested.